Plan and conduct a scientific investigation in group settings. S:SPS4:4:6.2 Engage in group decision making activities. S:SPS4:4:6.3 Role-play different points of view on an issue. 7. SELF DIRECTION S:SPS4:2:7.1 Keep a visual or written journal. S:SPS4:4:7.1 Keep a journal...

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Plan and conduct a scientific investigation in group settings. S:SPS4:4:6.2 Engage in group decision making activities. S:SPS4:4:6.3 Role-play different points of view on an issue. 7. SELF DIRECTION S:SPS4:2:7.1 Keep a visual or written journal. S:SPS4:4:7.1 Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations. 8. ACCOUNTABILITY AND ADAPTABILITY S:SPS4:2:8.1 Take part in sharing information with another classroom or school

Plan and conduct a scientific investigation in group settings. S:SPS4:4:6.2 Engage in group decision making activities. S:SPS4:4:6.3 Role-play different points <span class="highlight">of</span> view on an issue. 7. SELF DIRECTION S:SPS4:2:7.1 Keep a visual or written <span class="highlight">journal</span>. S:SPS4:4:7.1 Keep a <span class="highlight">journal</span> record <span class="highlight">of</span> observations, recognizing patterns, summarizing findings, and reflecting on the observations. 8. ACCOUNTABILITY AND ADAPTABILITY S:SPS4:2:8.1 Take part in sharing information with another classroom or school

energy output expended by an organism in obtaining food to the energy gained from the food (e.g., hummingbird - energy expended hovering at a flower compared to the amount of energy gained from the nectar, coyote - chasing mice to the energy gained from catching one, energy expended in migrat...

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energy output expended by an organism in obtaining food to the energy gained from the food (e.g., hummingbird - energy expended hovering at a flower compared to the amount of energy gained from the nectar, coyote - chasing mice to the energy gained from catching one, energy expended in migration of birds to a location with seasonal abundance compared to energy gained by staying in a cold climate with limited food). e. Research food production in various parts of the world (e.g., industrialized societies

energy output expended by an organism in obtaining food to the energy gained from the food (e.g., hummingbird - energy expended hovering at a flower compared to the amount <span class="highlight">of</span> energy gained from the nectar, coyote - chasing mice to the energy gained from catching one, energy expended in migration <span class="highlight">of</span> birds to a location with seasonal abundance compared to energy gained by staying in a cold climate with limited food). e. <span class="highlight">Research</span> food production in various parts <span class="highlight">of</span> the world (e.g., industrialized societies

different times. AND • Keeping a journal record of the shape of the moon each night for a month. Science Concepts: a. The moon looks slightly different every day, but looks the same again about every four weeks. b. The moon can be seen sometimes at night and some- times du...

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different times. AND • Keeping a journal record of the shape of the moon each night for a month. Science Concepts: a. The moon looks slightly different every day, but looks the same again about every four weeks. b. The moon can be seen sometimes at night and some- times during the day. Grades PreK-K Grades 1-2 Universe, Earth and Environment: Vermont Standards and Evidences—Solar System 7.15 d, dd, ddd

different times. AND &bull; Keeping a <span class="highlight">journal</span> record <span class="highlight">of</span> the shape <span class="highlight">of</span> the moon each night for a month. Science Concepts: a. The moon looks slightly different every day, but looks the same again about every four weeks. b. The moon can be seen sometimes at night and some- times during the day. Grades PreK-K Grades 1-2 Universe, Earth and Environment: Vermont Standards and Evidences&mdash;Solar System 7.15 d, dd, ddd

2010 Mississippi Science Framework Approved July 25, 2008 114 Control, the National Institute of Health, the Howard Hughes Medical Institute, and the Society for Neuroscience • Additional resources (e.g., textbooks, periodicals, personal interviews with a scientist or teacher familiar with that area ofresearch) needed to assess research findings b. Identify the research area of a particular biomedical researcher and summarize a research article upon which

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